supervisor mar: thank you. i understand the director could not be here, but i really appreciate your being here. i also want to mention that the president of the american public health association is in los angeles at a conference, but she will be notified is by letter, all of the supervisors and the mayor, that the american public health association -- the last speaker is deborah.from corporate accountability international but that has a number of things they have been working on. -- the last speaker is deborah. >> thank you so much for the opportunity today. toward you, yes. is that better? thank you so much. thank you so much for the opportunity to speak to you today. i in the senior organizer with a campaign of corporate

accountability international, -- i am the senior organizer. we have 33 years of experience protecting public health and the environment, and we strongly support this ordinance. as michelle obama would point out, our nation is in the midst of a public health crisis. today, we have heard from health professionals about how this crisis is affecting people here in san francisco. they painted a stark picture for the children of this city if we do not deal with this. we have heard from parents and teachers who share their personal stories about how this undermines their best efforts to keep our children healthy. we have also heard from others. sadly, at a time when others need to pitch in, we see only the same finger-pointing and empty promises that we have heard from the industry time and time again. first, the point the finger at parents.

as if any parent would want their child to suffer the needle stick and the doctors that come with these chronic conditions. parents have had enough of the industries billions in marketing and to undermine them when they try to feed their children healthfully, and then getting the blame when that marketing is successful. the recent national restaurant association conference, william whitman confirmed that the prize would remain the default option at the cash register. bergert and fries and butter. in a recent report -- burgers and fries. a key strategy to prevention of the obesity. we want to keep the trend million -- moving net was 8 million. -- moving that will save millions.

[bell] supervisor mar: can i just ask? you referred to a national restaurant conference, and what exactly was said by mcdonald's? >> the vice president of communications confirmed that fries would remain at the cash register. they have to specially request the apple dippers, and we were told that that was because the apple dippers were not that profitable for them. supervisor mar: thank you very much. chair maxwell: all right, any further public comment? public comment is closed. this item will be continued, and so at that time, you'll be allowed to have more comments. i have some questions that i would like to ask ms. welles and

dr. good. supervisor mar: dr. goodie, i think. chair maxwell: dr. goodie. ms. welles, first. we are not trying to attack, but as you can hear, there is a lot of public interest, and we have to listen to the public and the health professionals, and this is our driving force, so i want you both to understand that. ms. welles, a doctor before you left said what is the barrier? what is the barrier for vegetables and fruit, so i want to ask you that question. what is the barrier? if you could get a little closer? >> a few things, and i do what the doctor to comment on that. we really think it should be an option. in fact, we are testing for it

or vegetables based on all of the science we know on how fritz and vegetables are consumed with meals, so it is not we just do not support vegetables and fruits. we think they are foods we should encourage, but we do have an opinion on how you propose legislation as opposed to looking at how to tested bit -- how to test it. that is the first piece from a resolution peace, and i would like the doctor to come in on the fruit and vegetable piece. chair maxwell: we have made some changes, so could you -- supervisor mar: we're doing everything we can to be reasonable, especially with a phase-in. the 1/2 cup versus the 3/4 cup is a significant change should be free or vegetables as opposed

to for and vegetables. -- should it be fruit or vegetables or fruit and vegetables. chair maxwell: one of the amendments was that it would just be forced -- fruit, since people do not normally eat vegetables for breakfast. >> we appreciate this. we're very proud of a breakfast happy meal with oatmeal and apple dippers and milk. dr. goodie, if you could comment a few on the fruit and vegetable item? >> when we look at fat and sodium along with what supervisor mar has proposed as

an amendment, there are randomized clinical trials that suggests that this particular combination will, indeed, decrease childhood obesity. number two, as outlined in the institute recommendations that the doctor referenced, the institute of medicine clearly outlines and there is a burden that not only food service will have to bear but the supplier of those food-service products, such as fruits and vegetables, whole grains, low-fat dairy, not to mention plants and infrastructure development and also the subsequent training and the costs associated with each one of those developments. chair maxwell: one second. when you mention about the grains, one of these ideas about mentioning whole grains was from mcdonald's, because you have a whole grain bun, so we inserted

them, or, excuse me, supervisor mar, or, excuse me, supervisor chiu. supervisor chiu: so if i am to understand, what supervisor mar is suggesting does not lead to a healthy diet? >> fat and sodium in combination with half a cup of ford or 3 cups. three-quarters of vegetables -- half a cup of fort -- of fruit or three-quarters of vegetables, that will not -- supervisor chiu: i actually think there is a combination that would be healthy. >> that would require some more for their research. supervisor chiu: millions of dollars of research probably. great. thanks. chair maxwell: all right, thank

you very much, both of you, for coming, and we go forward to working with you in coming up with a way we can all move forward. thank you. because i am almost all certain you want a healthy population. >> can i comment on that? chair maxwell: yes. >> i could not agree with you more. mcdonald's is committed to being part of the solution. we do not believe we are the cause of it or the sole cause of it. we certainly believe we should be part of the solution. and so i would hope that some of the conversations we have had today that the strides in mcdonald's has made, and you, supervisor mar, new recognized this, we would love to share with the implications of what this would look like, not just

in san francisco, but also to make sure that we hopefully have a solution that will work across the board and not have a separate mcdonald's experiment in san francisco as opposed to the united states, so we certainly have the commitment, and we trust we will keep the conversation going. chair maxwell: and i just wanted to add that i did not hear anyone say that mcdonald's was the sole -- excuse me, that fast food was the sole cause of the cause. but that fast food was a contributor, and that is why we are working onthat. we are working on a number of fronts, so please do not think that -- not any of the doctors i have heard today have said food was the sole source of our problems here. supervisor cops say -- supervisor chiu? supervisor chiu: i would agree

with what our chairman has said. from what i see, these do seem to be fairly reasonable public health criteria that nutritionists in the industry of public health professionals has laid out, -- and the industry a public health officials have laid out, and i would like to know if you would suggest anything in its place, because that would be something of would be willing to consider. >> we would love to keep the dialogue going. i think the biggest difference at this point is the option and the choice for the parents in the mandated legislation. i think that is where we are different, but what i would like to do is keep a dialogue open with what we are doing, and perhaps it will fit with some of what you are looking at. chair maxwell: ok, thank you so much for coming, and think all of you for coming. those that are for and those who are against. that is what democracy is about,

reaching consensus and coming to a good place for all of us, so, again, of would like to thank all of you for coming. chair maxwell, is there -- we will continue this for at least one week. -- madam clerk, is there -- we will continue this for a least one week. why do we not adopt this, and then we will continue the legislation as amended? on the amendment, without objection, so moved, and we will continue with this legislation as amended. this meeting is adjourned. !k

!k i feel like all of us are starng to see what the problems in this country are. i think plenty of people are opinionated. i don't think there's many forums where you can really express yourself or try to make a difference or anything. i mean...wha'...whatdo... what do i do, ya' know? the only people that i'm able to affect are the people who care about what i have to say. there is something you can do, but i'm sure it wouldn't be, uh...easy. different man: i get angry about it, but it's like... ya' know, in my own apartment. [laughs]

>> good afternoon. welcome colleagues and members of the public to the regular meeting of the city and school select committee. today is thursday, september 23rd. i want to acknowledge colleagues that are here from the board of supervisors. supervisor daley.

we have jane kim and sandy furor. i'd like to take a moment to recognize andrea albury andest they're carrasco. madam clerk? >> it's file number one 0028, students served by multiple systems -- >> thank you so much. we had a hearing over a year ago that touched upon issued of student who are served by multiple agencies and the school district and looking at how we could do a better job at coordinating services and promote bert outcome -- better outcomes. we're center concerned about

at-risk students that encounter the city and school district in different ways. what we are going to do is we are going to start with the associate superintendent for student support. kevin truth is going -- truip is going to be here. we will be joined by ji ling su. andre notten and rachel who are here from the department of youth. some of the focus of this hearing has changed just in the last 48 hours and i really want to thank individuallies -- individuals for changing their schedules to be able to support us in this endeavor. and so with that, we'll turn it over to our associate superintendent kevin true it.

-- truitt. thank you supervisor dufty. sandra from dcif, we are going to start with the school partnership model. we have a brief segway to multiple systems for students. >> we have some handouts for the committee members and copies for those of the member of the public that are here -- members of the public that are here. thank you for inviteding us here today, committee members. we are happy to give you an overview of the new effort that the partnership and the department has called the school partner model. we have a power point that walks through some of the main points and a handout that gives

a little bit more description. so the school partner model. >> i'm going to ask you to speak a little more robustly. that's a little tough, if you can. thank you. >> this grew out of the dcyf's education related goals for its current three-year funding cycle. in the planning for this current cycle we initiated conversations about what the needs are of the students and also we're in many meeting with the youth council focusing on how to make sure that work base learning and youth jobs really had its high from educational attainment. so from conversations in the past few years, to reach out to continuation schools and target

student who are under-credit or at risk of not graduating high school and really try to link a lot of the great youth development and youth workforce development that some of the committee organizations are providing with what's happening during the school day to provide relevance to what the students are doing in school and how that applies to their career options and their ability to be marketableable in the marketplace. so from those conversations grew this model which the goals are to to support workforce opportunities to have relevant learning opportunities, real applications in a real hands-on way, to include educational attachment and to develop their skills. the district had a great job articulating this. so there's a new effort, it's

building off some existing models that are in place. in some school sites it's starting from scratch. it's funding that was awarded in july. and so there's a six-month planning process. we're going to be talking to you about the goal and be happy to report to you once the programs are up and running of what's happening on the ground. so this next slide kind of just demonstrates how really the whole point of this model is to kind of have the school day learning that's occurring really apply to what students are experiencing in their workplacement whether that's an internship that's the core of what this is all trying to achieve. >> our model has four components for detail components. and it's in your handout right

there just under major problematic components, under-education. under-education of their work experience. the teachers make an effort to align. they're aware of those workplace opportunities and they incorporate those into their learning. they have the possibility of dual enrollment with city college, program requirements. we're looking into that right now. of course, the school success is integrated and we're tracking the progress also linking that to school attendance. the career exposure -- the students could and these are part of the problematic as we're planning this right now. they could participate in career panel, job shadowing, field trips. the students will be developing workplace skills, teamwork

professionalism, communication through project-based learning activities. the students will complete internships and intentional learning objectives at these placements with the support of mentors. the work experience and workplace internship can be in partnership with the mayor's office of workforce development in the area of retail, health care, information technology, biotech, etc. another important component is that there is a post secondary light planning goal to the workforce -- to the workplace development. so that the students are also developing a post secondary plan. and that also they were connecting to support services so that as we identify additional supports and needs and resources that their students and their family might need that we're aligning those resources with city services

also. there we go. >> the effort is really involving three major parties. so there's the school sights and the community organizations which has the expertise around workplace learning and workplacement and then the employers. so the whole model of those three entities is to work together to go design these workplace opportunities. so we've outlined those levels. so the school sights will be identifying which students that they think this program will really work for. they'll will be co designing what happens during school days and out of school time and tracking kind of the progress and trying to align other resources to the student's experience. the community organizations which receives funding from them will be charge of the overall coordination as well as

the co-designing of the intentional workplace opportunities providing some of the work readiness training which is their expertise, recruiting and helping employers understand what this models' trying to achieve and that may are rewarding. and then linking them to the student for their support services that kevin mentioned that you might hinder a student's success, to kind of make sure their needs are met. a co-designer makes sure those are being met, meaningful and have value in terms of the skills they're developing when they start looking for a job. >> so what does this actually look like? so the grand -- again, these are for our alternative and continuation schools. the following schools actually awarded the grants from dcyf.

one, for instance at ida b. wells, they had a culinary arts class that was gaining success that was gaining interest. they partnered with buchanan ymca to create "the heat of the kitchen" schools who work partnership. and that will involve 120 students per year called the culinary arts and about 40 of the students will be placed into short-term paid shadows and internships in the hospitality business. another downtown high is to be working with jewish services. the plan is to take about 25 students from downtown high school that has attendance issues. perhaps have low testing skills. 25 of the probably most

challenging and disengaged students from downtown high school and engage them into a variety of occupations with various partner, employers. another is with o connelly. we've had a partnership with bill s.f. building on this success that they've had over the years. now these are all kind of programs that were in developing right now. to be implemented in january. but with the principal center collaborative and y-tech, we do have the big picture program which actually has been up and running for the past six weeks and we brought the principal to actually tell you what's happening at an actual sight right now with the students that are enrolled in the big picture program. so again it's just six weeks in

implementation but jim can give you some real details of what's actually happening with the students. >> i'm jim and i'm principal at the school. these things that are happening are happening at our school right now. the big picture is all about internships. it's all about getting students out there doing realtime -- real life work and then bringing those back to the school sight to work on as their interest -- as their curriculum. it's going extremely well. we're in the process of moving the students into internship. this is our sixth week. the students spend a certain amount of time with their cohorts getting to know each